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OpenSciEd Key Instructional Elements Element

Description

Phenomena Based   Centered around  figuring out  phenomena or  solving problems   

Coherent for Students    Driven by students’  questions and ideas 

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Driven by Evidence   Incremental building  and revision of ideas  based on evidence 

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Collaborative   WE​ figure out ideas  together 

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Equitable     Requires a classroom  culture that values  all ideas     

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Students’ work is anchored in meaningful phenomena or problems that motivate building ideas over time.    Anchoring phenomena and problems are complex, relevant, and returned to as  we figure out more.    Students investigate related phenomena to figure out pieces of the explanation.    Assessments ask students to make sense of specific and compelling  phenomena using their understandings built during the unit.  Students’ prior ideas and understandings are elicited, valued and built upon.   Students and teachers work together to figure out where to go next and what  evidence is needed to answer their questions.    Students understand what they are doing and how it will help them a​ nswer  questions about a​ larger phenomenon or solve a problem.   Students engage in science and engineering practices in meaningful ways in  order to make progress on their questions.   Students’ ideas and questions determine what evidence to collect.  Students seek and use evidence to figure something out as they build and revise  their explanations, models and arguments.    Investigations provide evidence to build new science ideas instead of confirming  pre-taught ideas.  Evidence can be used to problematize our current thinking and help us think  about where to go next.  Students have opportunities to use, build upon, and critique other’s ideas.  Students use evidence to support ideas, ask for evidence from others and  suggest ways to get additional evidence.  Students have several opportunities to give and get feedback   The culture of the classroom supports risk-taking and changing our minds.  Students have multiple opportunities to make sense individually and through  small and whole group discussions.  The class community values the diversity of resources students bring to science  class, including language, gestures, metaphors, and various modes of expression.  Norms are established and revisited to support equitable sensemaking.  Teachers integrate a variety of assessment activities to elicit, interpret, ​and  provide feedback​ to build from students’ diverse ideas and experiences.  Students understand how and why what they are learning is relevant to their  own lives and their communities. 

  This work is licensed under a Creative Commons Attribution 4.0 International License 

Jan 2020

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Profile for openscied

OpenSciEd Key Instructional Elements  

OpenSciEd Key Instructional Elements

OpenSciEd Key Instructional Elements  

OpenSciEd Key Instructional Elements

Profile for openscied